2. 职业资格
  3. 设计任务： 请阅读下面学生信息和语言素材，设计20分钟的英语听力教学方案。教案没有固定格式，但须包含下列要点： - teaching objectives - teaching contents - key and difficult points -

设计任务： 请阅读下面学生信息和语言素材，设计20分钟的英语听力教学方案。教案没有固定格式，但须包含下列要点： - teaching objectives - teaching contents - key and difficult points -

admin2021-08-09  92
问题 设计任务：
请阅读下面学生信息和语言素材，设计20分钟的英语听力教学方案。教案没有固定格式，但须包含下列要点：
- teaching objectives
- teaching contents
- key and difficult points
- major steps and time allocation
- activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人。多数学生已达到《义务教育英语课程标准(2011年版)》三级水平。学生课堂参与积极性一般。
语言素材：
Reporter: Hi, I’m doing a survey for the Green City Daily News. What’s the best clothing store in town?
Boy: I think Jason’s is the best.
Reporter: Why?
Boy: Jeans Corner and Trendy Teens are good stores, but Jason’s has good quality clothes. It’s also cheaper than the other stores.
Reporter: What do you like about the other stores?
Boy: Well, let me see. Trendy Teens is in a fun part of town, but it’s expensive. Don’t go to Funky Fashions. It has the worst clothes in town.
Reporter: OK. What about the radio stations in Green City? What’s the best radio station?
Boy: I guess Jazz 107.9 FM is the best.
Reporter: Why?
Boy: Because it has the most interesting music. It’s much better than the other stations in town.
Reporter: What about the other radio stations?
Boy: Well, I think Oldies 102.1 FM is pretty bad. It has the worst music.
Reporter: I heard that Easy Listening 97.9 FM is the most popular.
Boy: Not for me.
Reporter: Why not?
Boy: Just listen to their commercials. They’re worse than commercials of All Talk 970 AM!
选项
答案Teaching Contents: A conversation happened between a reporter and a boy. Teaching Objectives: (1) Knowledge objectives ① Students can get some information about the boy’s preferences. ② Students can learn the comparatives and superlatives of good, bad, and popular. (2) Ability objectives ① Through listening and discussion students will be able to understand the dialogue and improve their ability to listen for the gist and specific information. ② Through pair work students will be able to make comparisons and express their own preferences. (3) Emotional objective Students will gradually develop an awareness of observing the happenings of their own life. Teaching Key Points: How to help students express their preferences by comparison. Teaching Difficult Points: How to help students grasp the detailed comparative information and use the similar expression to describe their own ideas. Major Steps: Step 1 Pre-listening (4 minutes) (1) Ask students to recall the words "good, bad, popular" and use pictures on PPT to show them the comparatives and superlatives of "good, bad, popular". (2) Ask students to discuss the meanings of some key words and phrases: Jeans Corner, Trendy Teens, Funky Fashions, Jazz, Oldies, Easy Listening, All Talk, then give simple explanation. E.g. Oldies comes from the word "old". (Justification: This step can make students master the comparatives and superlatives of "good, bad, popular" and pave the way for the next step.) Step 2 While-listening (10 minutes) (1) Ask students to listen to the tape to guess the relationship between the reporter and the boy by paying attention to the beginning of the dialogue. (2) Ask students to listen to the tape again with the following questions. ① Which is the best clothing store? A. Jeans Corner. B. Jason’s. C. Trendy Teens. D. Funky Fashions. ② Which is the best radio station? A. Easy listening 97.9 FM. B. Oldies 102.1 FM. C. All Talk 970 AM. D. Jazz 107.9 FM. (3) Ask them to listen to the tape for the third time and try to finish the following match work, and then check their answers. Jason’s has the worst clothes in town. Jeans Corner and Trendy Teens has good quality clothes. Funky Fashions are good stores. (Justification: This step can make students have a further understanding of the dialogue, and students will improve their ability to listen for the gist and specific information.) Step 3 Post-listening (6 minutes) (1) Retelling Ask students to retell dialogue based on their notes and the key information on the blackboard. (2) Interviewing Ask students to work in pairs. One student acts as the interviewer and the other acts as the interviewee. Then they exchange roles. The interviewer makes a survey about the interviewee’s preferences in big cities, using the comparatives and superlatives of "good, bad, popular". (Justification: Students act out the dialogue in their own way, which helps to consolidate what they have learned in this lesson, and gets them talk with their partners with the target language.)
解析
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